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New Characteristics of ExcellenceNew Characteristics of Excellence Information Literacy & Student Information Literacy & Student
Learning:Learning: The Big Picture & Regional PortraitsThe Big Picture & Regional Portraits
Historically Black Colleges & UniversitiesHistorically Black Colleges & UniversitiesLibrary Alliance, Savannah, GALibrary Alliance, Savannah, GA
Dr. Terrence MechDr. Terrence MechKing’s College, Wilkes-Barre, PAKing’s College, Wilkes-Barre, PAOctober 31, 2006October 31, 2006
Change & EvolutionChange & Evolution
““The Major test of a modern U.S. The Major test of a modern U.S. university is how wisely and university is how wisely and how quickly it is able to adjust how quickly it is able to adjust to important possibilities.”to important possibilities.”
Clarke KerrClarke Kerr
Change & FearChange & Fear
Loss of power & Loss of power & prestigeprestige
Loss of resourcesLoss of resources Loss of autonomyLoss of autonomy Intrusion into Intrusion into
personal & personal & professional professional domainsdomains
Change in Change in definition of definition of success success
Change in reward Change in reward systemsystem
Fear of technologyFear of technology Fear of having to Fear of having to
relearnrelearn Robert A. SevierRobert A. Sevier
Physics of ChangePhysics of Change
An object at rest will remain An object at rest will remain at rest unless acted upon by at rest unless acted upon by a greater outside force.a greater outside force.
If the pressure to change is If the pressure to change is not greater than the not greater than the resistance to change, little resistance to change, little will happen--stasis.will happen--stasis.
Accreditation TodayAccreditation Today
Self-regulation and peer reviewSelf-regulation and peer review Voluntary responsibility for own Voluntary responsibility for own
improvementimprovement Strengthen the quality & integrity Strengthen the quality & integrity
of higher education, making it of higher education, making it worthy of public confidenceworthy of public confidence
Shift away from input standardsShift away from input standards Emphasis on outcomesEmphasis on outcomes
Southern Association of Southern Association of Colleges and SchoolsColleges and Schools
Principles of Accreditation: Principles of Accreditation: Foundations for Quality Enhancement Foundations for Quality Enhancement (2001)(2001)
CR 2.12 Quality Enhancement PlanCR 2.12 Quality Enhancement Plan CS 3.5 Educational Programs: CS 3.5 Educational Programs:
Undergraduate ProgramsUndergraduate Programs CS 3.8 Library and Other Learning CS 3.8 Library and Other Learning
ResourcesResources
Southern Association of Southern Association of Colleges and SchoolsColleges and Schools
CR 2.12 Quality Enhancement CR 2.12 Quality Enhancement PlanPlan
The institution has developed an The institution has developed an Acceptable Quality Enhancement Acceptable Quality Enhancement Plan and demonstrates that the Plan and demonstrates that the plan is part of an ongoing plan is part of an ongoing planning and evaluation process.planning and evaluation process.
Southern Association of Southern Association of Colleges and SchoolsColleges and Schools
CS 3.5.1 Educational ProgramsCS 3.5.1 Educational Programs
The institution identifies college-The institution identifies college-level competencies within the level competencies within the general education core and general education core and provides evidence that provides evidence that graduates have attained those graduates have attained those competencies.competencies.
CS 3.5.1 Educational ProgramsCS 3.5.1 Educational ProgramsRelevant Questions for Relevant Questions for ConsiderationConsideration
What are the specific college-What are the specific college-level competencies within the level competencies within the general education program?general education program?
What evidence is available to What evidence is available to show that students have show that students have attained these competencies?attained these competencies?
Southern Association of Southern Association of Colleges and SchoolsColleges and Schools
CS 3.8.2 Library and Other Learning CS 3.8.2 Library and Other Learning ResourcesResources
The institution ensures that The institution ensures that users have access to regular and users have access to regular and timely instruction in the use of timely instruction in the use of the library and other the library and other learning/information resources.learning/information resources.
CS 3.8.2 CS 3.8.2 Library and Other Learning Library and Other Learning ResourcesResourcesRelevant Questions for Relevant Questions for ConsiderationConsideration What is the objective and type of What is the objective and type of
assistance available to users?assistance available to users? What delivery mechanisms exist for What delivery mechanisms exist for
instruction and assistance to library instruction and assistance to library users and how are they assessed?users and how are they assessed?
How is the effectiveness of learning How is the effectiveness of learning resource programs determined?resource programs determined?
Middle States Association ofMiddle States Association ofColleges & SchoolsColleges & Schools
Characteristics of Excellence in Characteristics of Excellence in Higher Education (2006)Higher Education (2006) Standard 11: Educational OfferingsStandard 11: Educational Offerings Standard 12: General Education Standard 12: General Education Standard 14: Assessment of Standard 14: Assessment of
Student LearningStudent Learning
Standard 11Standard 11Educational OfferingsEducational Offerings
The institution’s educational The institution’s educational offerings display academic offerings display academic content, rigor, and coherence that content, rigor, and coherence that are appropriate to its higher are appropriate to its higher education mission. The institution education mission. The institution identifies student learning goals identifies student learning goals and objectives, including and objectives, including knowledge and skills, for its knowledge and skills, for its educational offeringseducational offerings..
Standard 11Standard 11Fundamental ElementsFundamental Elements Adequate learning resources, facilities & Adequate learning resources, facilities &
staffstaff Syllabi incorporate expected learning Syllabi incorporate expected learning
outcomesoutcomes Programs foster a coherent learning Programs foster a coherent learning
experienceexperience Collaboration between librarians & Collaboration between librarians &
faculty to foster students’ information faculty to foster students’ information skillsskills
Programs promote students’ use of Programs promote students’ use of information and learning resourcesinformation and learning resources
Standard 12Standard 12General EducationGeneral Education
The institution’s curricula are The institution’s curricula are designed so that students acquire designed so that students acquire and demonstrate college-level and demonstrate college-level proficiency in general education and proficiency in general education and essential skills, including at least essential skills, including at least oral and written communication, oral and written communication, scientific and quantitative reasoning, scientific and quantitative reasoning, critical analysis and reasoning, and critical analysis and reasoning, and technological competency. technological competency.
Standard 12Standard 12Fundamental ElementsFundamental Elements General education enhances students’ General education enhances students’
intellectual growthintellectual growth Requirements clearly & accurately statedRequirements clearly & accurately stated Skills & abilities developed in general Skills & abilities developed in general
education are applied in the majoreducation are applied in the major Assessment of general education Assessment of general education
outcomesoutcomes Assessment results used for Assessment results used for
improvementimprovement
Standard 14Standard 14Assessment of Student Assessment of Student LearningLearning
Assessment of student learning Assessment of student learning demonstrates that, at graduation, or demonstrates that, at graduation, or other appropriate points, the other appropriate points, the institution’s students have knowledge, institution’s students have knowledge, skills, and competencies consistent with skills, and competencies consistent with institutional and appropriate higher institutional and appropriate higher education goals.education goals.
North Central Association of North Central Association of Colleges and SchoolsColleges and Schools
The Handbook of Accreditation The Handbook of Accreditation (2003)(2003) Criterion Three: Student Learning Criterion Three: Student Learning
and Effective Teachingand Effective Teaching Criterion Four: Acquisition, Criterion Four: Acquisition,
Discovery, and Application of Discovery, and Application of KnowledgeKnowledge
North Central Association of North Central Association of Colleges and SchoolsColleges and Schools
Criterion Three:Criterion Three:
Student Learning & Effective TeachingStudent Learning & Effective Teaching
The organization provides The organization provides evidence of student learning and evidence of student learning and teaching effectiveness that teaching effectiveness that demonstrates it is fulfilling its demonstrates it is fulfilling its educational mission.educational mission.
Student Learning &Student Learning & Effective Teaching Effective Teaching
3a. Organization’s goals for student 3a. Organization’s goals for student learning learning outcomes are clearly stated outcomes are clearly stated for each for each educational program.educational program.
3b. Organization values and supports 3b. Organization values and supports effective teaching.effective teaching.
3c. Organization creates effective 3c. Organization creates effective learning learning environments.environments.
3d. Organization’s learning resources 3d. Organization’s learning resources support student learning and support student learning and
effective effective teachingteaching
North Central Association of North Central Association of Colleges and SchoolsColleges and Schools
Criterion Four:Criterion Four:Acquisition, Discovery, and Application Acquisition, Discovery, and Application of Knowledgeof Knowledge
The Organization promotes a life of The Organization promotes a life of learning for its faculty, administration, learning for its faculty, administration, staff, and students by fostering and staff, and students by fostering and supporting inquiry, creativity, supporting inquiry, creativity, practice, and social responsibility in practice, and social responsibility in ways consistent with its mission.ways consistent with its mission.
Acquisition, Discovery, and Acquisition, Discovery, and Application of KnowledgeApplication of Knowledge
4a. Organization demonstrates, through 4a. Organization demonstrates, through the the actions of its board, actions of its board, administrators, administrators, students, faculty, and students, faculty, and staff, that it staff, that it values a life of learning.values a life of learning.
4b. Organization demonstrates that 4b. Organization demonstrates that acquisition of a breadth of knowledge acquisition of a breadth of knowledge
and skills and the exercise of and skills and the exercise of intellectual inquiry are integral to its intellectual inquiry are integral to its
educational programs.educational programs.
Acquisition, Discovery, and Acquisition, Discovery, and Application of KnowledgeApplication of Knowledge
4c. Organization assesses the usefulness 4c. Organization assesses the usefulness of of its curricula to students who will its curricula to students who will live live and work in a global, diverse, and and work in a global, diverse, and
technological society.technological society.
4d. Organization provides support to 4d. Organization provides support to ensure ensure that faculty, students, and that faculty, students, and staff staff acquire, discover, and apply acquire, discover, and apply knowledge knowledge responsibly.responsibly.
Align your OutcomesAlign your Outcomes
MissionMissionObjective/GoalObjective/GoalOutcomesOutcomes
Institutional outcomesInstitutional outcomes
Program outcomesProgram outcomes
Course outcomesCourse outcomes
Class outcomesClass outcomes
Today’s High EducationToday’s High Education
Articulation & assessment of outcomesArticulation & assessment of outcomes Student centered approach to course & Student centered approach to course &
curriculum developmentcurriculum development Emphasis on student understanding & Emphasis on student understanding &
capabilities rather than fact-capabilities rather than fact-learninglearning
Emphasis on undergraduate researchEmphasis on undergraduate research Preparing students to apply their Preparing students to apply their
knowledge in non-academic settingsknowledge in non-academic settings (NEA 2001)(NEA 2001)
Questions?Questions?
Rising to the ChallengeRising to the Challenge
40% of HS graduates are not prepared:40% of HS graduates are not prepared: 39% of college students & HS graduates report 39% of college students & HS graduates report
having gaps in the skills and abilities expected having gaps in the skills and abilities expected today.today.
35% of college students & 39% of HS graduates 35% of college students & 39% of HS graduates have large gaps in at least one crucial skill; have large gaps in at least one crucial skill; 86% of both groups have gaps.86% of both groups have gaps.
College instructors---42% of their students are College instructors---42% of their students are not adequately prepared. not adequately prepared.
Employers---39% of HS graduates are not Employers---39% of HS graduates are not prepared for their current job & 45% are prepared for their current job & 45% are unprepared for advancement.unprepared for advancement.
Most Grads Cite Gaps Most Grads Cite Gaps In At Least One SkillIn At Least One Skill
33%29%
38%35%
45%40%
41%42%
51%44%
46%45%
College studentsNon-students
Oral communication/public speaking
Science
Mathematics
Doing research
Quality of writing that is expected
Reading/understandingcomplicated materials
35% of college students report large gaps in at least one area,86% report some gaps in at least one area.
12% large gaps/struggling15% large gaps/struggling
11%14%
13%16%
10%13%
9%10%
5%9%
Employers/Instructors Employers/Instructors Dissatisfied With High Schools’ Dissatisfied With High Schools’
Skills PrepSkills Prep
24%
36%
34%
40%
32%
52%
29%59%
40%
62%
41%
70%Reading/understandingcomplicated materials
Quality of writing that is expected
Doing research
Mathematics
Oral communication/public speaking
Science
College instructors Employers
25% very dissatisfied
22% very dissatisfied
24% very dissatisfied
20% very dissatisfied
Employers/Instructors Employers/Instructors Dissatisfied With High Schools’ Dissatisfied With High Schools’
Skills PrepSkills Prep
17%
20%
39%
55%
50%
65%
42%
66%Thinking analytically
Work and study habits
Applying what is learned in school to solving
problems
Computer skills
College instructors Employers
29% very dissatisfied
22% very dissatisfied16% very dissatisfied
17% very dissatisfied
How do you know your How do you know your students & graduates students & graduates have the information have the information skills they will need?skills they will need?
Why Information literacy Why Information literacy ??
Builds on general education skillsBuilds on general education skills ReadingReading Critical thinking & reasoning abilitiesCritical thinking & reasoning abilities Written & oral communication skillsWritten & oral communication skills
It is actively student focusedIt is actively student focused It is assessableIt is assessable Strong information skills have a Strong information skills have a
positive effect on student academic positive effect on student academic successsuccess
Information LiteracyInformation Literacy
““To be information literate, a person To be information literate, a person must be able to recognize when must be able to recognize when information is needed and have the information is needed and have the ability to locate, evaluate, and use ability to locate, evaluate, and use effectively the needed information.”effectively the needed information.”
American Library Association Presidential American Library Association Presidential Committee on Information Literacy: Final Committee on Information Literacy: Final Report, 1989Report, 1989
Information Literacy’s Information Literacy’s Common ThemesCommon Themes
Recognizes a need for informationRecognizes a need for information Engages in information seeking behaviorEngages in information seeking behavior Explores, accesses and locates materialsExplores, accesses and locates materials Interacts with the information to Interacts with the information to
formulate hypothesesformulate hypotheses Synthesizes, interprets. organizes, applies Synthesizes, interprets. organizes, applies
and communicates the informationand communicates the information Evaluates the resultsEvaluates the results
(Eisenberg & Brown, 1992) (Eisenberg & Brown, 1992)
“ “Access to computers, computer Access to computers, computer applications, web-enhanced applications, web-enhanced courses, and information courses, and information resources such as books, resources such as books, journals, and databases does journals, and databases does not translate into information not translate into information literate students.”literate students.”
Developing Research & Communication Skills, Developing Research & Communication Skills, p.6p.6
Information literacy is Information literacy is not about libraries.not about libraries.
Information literacy is Information literacy is about teaching and about teaching and learning. learning.
From Teacher Centered to From Teacher Centered to Learner CenteredLearner Centered
Cover the material Cover the material VS.VS. using the using the materialmaterial
Cover topics Cover topics VS.VS. mastering mastering learning objectiveslearning objectives
Listening/reading Listening/reading VS.VS. constructing knowledge through constructing knowledge through integrationintegration
From Teacher Centered to From Teacher Centered to Learner CenteredLearner Centered
Lecture Lecture VS.VS. active learning active learning Present Present VS.VS. engage engage Grades Grades VS.VS. classroom assessment classroom assessment Teaching content VS teaching Teaching content VS teaching
studentsstudents Sage on the stage Sage on the stage VS.VS. designer of designer of
learning environmentslearning environments
Metacognitive Metacognitive ApproachesApproaches
““How can students gain the skill How can students gain the skill to manage their own thinking, to manage their own thinking, change unproductive search change unproductive search strategies, monitor their time strategies, monitor their time and attention, know what they and attention, know what they know and what they need to know and what they need to learn?”learn?”
Diane HalpernDiane Halpern
The Recursive Nature of The Recursive Nature of LearningLearning
Determine theInformation Needed
AccessInformation
EvaluateInformation
UseInformation
Understanding
Model of the Information Search ProcessModel of the Information Search Process
Tasks Initiation Selection Exploration Formulation Collection PresentationTasks Initiation Selection Exploration Formulation Collection Presentation----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
FeelingsFeelings uncertainly optimism confusion clarity sense of satisfaction or uncertainly optimism confusion clarity sense of satisfaction or(affective)(affective) frustration frustration direction/ disappointment direction/ disappointment
doubt doubt confidence confidence
ThoughtsThoughts vague-------------------------------------vague-------------------------------------→→focusedfocused(cognitive)(cognitive) ------------------------------------------- -------------------------------------------→→
increased interestincreased interest
ActionsActions seeking relevant information-------------- seeking relevant information--------------→→seeking pertinent seeking pertinent informationinformation
(physical)(physical) exploring exploring documenting documenting
Carol Collier Kuhlthau, Information Search Process, Rutgers Carol Collier Kuhlthau, Information Search Process, Rutgers UniversityUniversity
Cognitive developmentCognitive development
Ways of Knowing.Baxter Magolda (1992)
DomainDomainss
Absolute Absolute KnowingKnowing
Transitional Transitional KnowingKnowing
Independent Independent KnowingKnowing
Contextual Contextual KnowingKnowing
Nature of Nature of KnowledKnowledgege
● ● Is certain Is certain or absoluteor absolute
● ● Is partially Is partially certain and certain and partially partially uncertainuncertain
● ● Is uncertain – Is uncertain – everyone has everyone has own beliefsown beliefs
● ● Is contextual; Is contextual; judge on basis of judge on basis of evidence in contextevidence in context
Role of Role of learnerlearner
● ● Obtains Obtains knowledge knowledge from from instructorinstructor
● ● Understands Understands knowledgeknowledge
● ● Thinks for Thinks for selfself
● ● Shares views Shares views with otherswith others
● ● Creates own Creates own perspectiveperspective
● ● Exchanges and Exchanges and compares compares perspectivesperspectives
● ● Thinks through Thinks through problemsproblems
● ● Integrates and Integrates and applies knowledgeapplies knowledge
Role of Role of instructoinstructorr
● ● CommunicaCommunicate te knowledge knowledge appropriatelappropriatelyy
● ● Ensures Ensures that that students students understand understand knowledgeknowledge
● ● Uses Uses methods methods aimed at aimed at understandiunderstandingng
● ● Employs Employs methods methods that help that help apply apply knowledgeknowledge
● ● Promotes Promotes independent independent thinkingthinking
● ● Promotes Promotes exchange of exchange of opinionsopinions
● ● Promotes Promotes application of application of knowledge in knowledge in contextcontext
● ● Promotes Promotes evaluative evaluative discussion of discussion of perspectivesperspectives
● ● Student and Student and teacher critique teacher critique each othereach other
Figure 2.1. Ways of Knowing by Year. Baxter Magolds (1992) p. 70-72
53%
83%80%
1% 2%
11%
46%
68%
31%32%
16%
5%1%
57%
12%
2%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
Freshman Sophomore Junior Senior Year 5
Absolute
Transitional
Independent
Contextural
Why Information LiteracyWhy Information Literacy ??
More time & energy students invest More time & energy students invest in activities related to desired in activities related to desired outcomes, the more likely they are to outcomes, the more likely they are to achieve those outcomesachieve those outcomes
Educationally effective institutions Educationally effective institutions design experiences that channel design experiences that channel students’ energies to purposeful students’ energies to purposeful activitiesactivities
Questions?Questions?
Information literacyInformation literacy
is a is a
curriculum issue.curriculum issue.
The Three The Three CurriculaCurricula
One in the catalogOne in the catalog One professors teachOne professors teach One students experienceOne students experience
Where in the CurriculumWhere in the Curriculum
Where do students learn & enhance Where do students learn & enhance their information skills?their information skills? Institution, program, course levelsInstitution, program, course levels Separate course, blocked courses, Separate course, blocked courses,
integratedintegrated General education & majorGeneral education & major
Where & how do you assess it?Where & how do you assess it? How do you document that your How do you document that your
students are information literate?students are information literate?
An Information Literacy An Information Literacy Curriculum is:Curriculum is:
University-wide University-wide
Inquiry and resource basedInquiry and resource based
Makes effective use of instructional Makes effective use of instructional technologies and communication toolstechnologies and communication tools
Learner centeredLearner centered
Integrated with learning outcomes in Integrated with learning outcomes in general education and the disciplinesgeneral education and the disciplines
Higher Education’s Dark Higher Education’s Dark secretssecrets
Despite our rhetoric about teaching Despite our rhetoric about teaching higher order skills—critical thinking higher order skills—critical thinking & problem solving many faculty & problem solving many faculty focus on the acquisition of focus on the acquisition of knowledgeknowledge
(Cashin & Downey, (Cashin & Downey, 1995)1995)
Students learn what the professors Students learn what the professors emphasizeemphasize
A week has 168 hoursA week has 168 hours
Full-time students spend about 16 Full-time students spend about 16 hours a week in classhours a week in class
That means 90% of the time That means 90% of the time students are students are NOTNOT in class in class
When, where, and how does most When, where, and how does most the most effective learning take the most effective learning take place?place?
EderEder
Change Assignments & Change Assignments & SyllabiSyllabi
Start with learning outcomesStart with learning outcomes Communicate learning outcomesCommunicate learning outcomes Create assignments that workCreate assignments that work Create a sequences of Create a sequences of
assignmentsassignments Progressive in sophisticationProgressive in sophistication Active & problem-basedActive & problem-based
There is more teaching There is more teaching going on around here than going on around here than learning and you ought to learning and you ought to do something about thatdo something about that..
Graduating SeniorGraduating SeniorKing’s College, 1968King’s College, 1968
AssessmentAssessment
““Assessment is an ongoing Assessment is an ongoing process aimed at process aimed at understanding and understanding and improving student learning.”improving student learning.”
Tom Angelo, Tom Angelo, AAHE BulletinAAHE Bulletin, 1996, 1996
Assessment is not about us, Assessment is not about us,
it is about student learningit is about student learningand institutional effectiveness.and institutional effectiveness.
National Survey of National Survey of Student EngagementStudent Engagement
NSSE--a “leading tool for NSSE--a “leading tool for assessing the quality of the assessing the quality of the undergraduate experience.”undergraduate experience.”
Indiana University Center for Indiana University Center for Postsecondary Research and Postsecondary Research and Planning www.iub.edu/~nssePlanning www.iub.edu/~nsse
Academic ChallengeAcademic Challenge
Number & size of written projectsNumber & size of written projects Course work emphasizesCourse work emphasizes
Synthesizing and organizing Synthesizing and organizing ideas, information, or experienceideas, information, or experience
Making judgments about the Making judgments about the value of information, arguments, value of information, arguments, or methodsor methods
Applying concepts to practical Applying concepts to practical problems or new situationsproblems or new situations
Connecting the DotsConnecting the Dots
Engagement has positive effects on Engagement has positive effects on grades and persistence for students grades and persistence for students from different racial and ethnic from different racial and ethnic backgrounds, even after controlling for backgrounds, even after controlling for key pre-college variables.key pre-college variables.
Engagement has compensatory effects Engagement has compensatory effects on first-year grades and persistence to on first-year grades and persistence to the second year of college for the second year of college for historically underserved students. historically underserved students. p.3 p.3
Direct Evidence of Direct Evidence of Student LearningStudent Learning
Student assignmentsStudent assignments Standardized testsStandardized tests Course embedded assessmentsCourse embedded assessments Portfolios of students’ workPortfolios of students’ work Capstone experiencesCapstone experiences Student performances & exhibitsStudent performances & exhibits Other observations of student Other observations of student
behaviorbehavior
Direct Evidence of Direct Evidence of Student LearningStudent Learning
Rubrics & exemplarsRubrics & exemplars Concept mapsConcept maps Juried/peer review of student Juried/peer review of student
projectsprojects Performance on a case study or Performance on a case study or
problemproblem Locally devised testsLocally devised tests Commercially produced tests Commercially produced tests
Project SAILSProject SAILS Kent State University Kent State University
LibrariesLibraries
ACRL competenciesACRL competencies 12 skill sets12 skill sets 40-50 multiple-choice items per 40-50 multiple-choice items per
test, test, 35 minutes35 minutes Subject-specific modulesSubject-specific modules
Communication Studies, Education, Communication Studies, Education, Biology, History Biology, History
Project SAILSProject SAILS
Proven validity & reliability .80Proven validity & reliability .80 Assesses at the institutional levelAssesses at the institutional level External and internal External and internal
benchmarkingbenchmarking Web & paper formatWeb & paper format Price-$3.00 per completed test,Price-$3.00 per completed test,
cap of $2,000 per administrationcap of $2,000 per administration
Educational Testing ServicesEducational Testing Services
““ICT proficiency is the ability to use ICT proficiency is the ability to use digital technology, communication digital technology, communication tools, and /or networks appropriately tools, and /or networks appropriately to solve information problems in to solve information problems in order to function in an information order to function in an information society. This includes the ability to society. This includes the ability to use technology as a tool to research, use technology as a tool to research, organize, evaluate, and communicate organize, evaluate, and communicate information and the possession of a information and the possession of a fundamental understanding of the fundamental understanding of the ethical / legal issues surrounding the ethical / legal issues surrounding the access and use of information.” access and use of information.”
ICT Literacy AssessmentICT Literacy Assessment
Two versions—Core & AdvancedTwo versions—Core & Advanced Core--high school seniors, 1 & 2 year Core--high school seniors, 1 & 2 year
college studentscollege students Advanced--rising college juniorsAdvanced--rising college juniors
UsesUses ACRL CompetenciesACRL Competencies 7 skill sets7 skill sets Scenario-based tasks (75 Scenario-based tasks (75
minutes):minutes): 14 short 4-minute tasks &14 short 4-minute tasks & 1 medium 15-minute task1 medium 15-minute task
ICT Literacy AssessmentICT Literacy Assessment
Web formatWeb format Assesses at the student levelAssesses at the student level Price-$33.00 per testPrice-$33.00 per test www.ets.org/ictliteracywww.ets.org/ictliteracy
Information Literacy Test Information Literacy Test (ILT)(ILT)
James Madison UniversityJames Madison University UsesUses ACRL Competencies 1, 2, 3, 5ACRL Competencies 1, 2, 3, 5 Assesses at student levelAssesses at student level 12 skill sets12 skill sets 60 items, reliability of .8860 items, reliability of .88 Computerized, multiple-choice testComputerized, multiple-choice test Price-$10.00 (1-100 tests), $7.00 (101-500) Price-$10.00 (1-100 tests), $7.00 (101-500)
$5.00 (501 or more) $5.00 (501 or more)
www.jmu.edu/assessment/resources/www.jmu.edu/assessment/resources/instruments_ILT.htminstruments_ILT.htm
South Dakota RegentalSouth Dakota RegentalInformation Literacy ExamInformation Literacy Exam
Uses ACRL CompetenciesUses ACRL Competencies 25 multiple-choice questions25 multiple-choice questions Reliability & validityReliability & validity Assess at the student levelAssess at the student level WebCT administeredWebCT administered Low costLow cost
Dr. Carol Leibiger,Dr. Carol Leibiger,Information Literacy Coordinator, USD Information Literacy Coordinator, USD [email protected] [email protected] 605-677-6089
Information Literacy Information Literacy AssessmentAssessment
King’s CollegeKing’s College
Uses ACRL CompetenciesUses ACRL Competencies 25 multiple-choice questions25 multiple-choice questions Assess at the student levelAssess at the student level Reliability & validityReliability & validity No costNo cost
Dr. Terrence MechDr. Terrence MechLibrary Director, King’s CollegeLibrary Director, King’s [email protected]@Kings.edu 570.208.5943 570.208.5943
Information Skills of Freshmen from Three Private Colleges: Mean Scores/Percentage Fall 2005
abRefers to comparisons within column where the MEAN scores of group a are significantly(P< .05) higher than the MEAN scores of group b.Carnegie Classification of Institutions of Higher Education (2001)1Master’s Colleges and Universities II2Doctoral/Research Universities – Extensive3Master’s Colleges and Universities I
ClassClass NN CompositeCompositeScoresScores
Std 1Std 1 Std 2Std 2 Std 3Std 3 Std 4Std 4 Std 5Std 5
FreshmenFreshmen 11471147 48.3148.31 51.0251.02 46.5746.57 51.8751.87 43.4943.49 48.5848.58
College ACollege A11 254254 44.7744.77bb 42.5242.52bb 44.4944.49 42.9942.99bb 43.6243.62 50.2450.24aa
College BCollege B22 730730 50.4550.45aa 54.1654.16aa 48.0048.00 56.0556.05aa 44.6844.68aa 49.3749.37aa
College CCollege C33 163163 44.2044.20bb 50.1850.18aa 43.4443.44 46.9946.99bb 37.9137.91bb 42.4542.45bb
Information Skills of Freshmen from Three Private Colleges: Mean Scores/Percentage Fall 2005
abRefers to comparisons within column where the MEAN scores of group a are significantly (P< .05) higher than the MEAN scores of group b
Carnegie Classification of Institutions of Higher Education (2001)1Master’s Colleges and Universities II2Doctoral/Research Universities – Extensive3Master’s Colleges and Universities I
ClassClass NN Composite Composite ScoresScores
KnowledgeKnowledge ApplicationApplication
FreshmenFreshmen 11471147 48.3148.31 48.5448.54 48.0948.09
College ACollege A11 254254 44.7744.77bb 40.75b40.75b 48.4948.49
College BCollege B22 730730 50.4550.45aa 52.3252.32aa 48.7448.74aa
College CCollege C33 163163 44.2044.20bb 43.7643.76bb 44.6044.60bb
Seniors’ Information Skills by Standard: Mean Scores/Percentage Correct - Fall 2005*
MajorMajor NN CompositeCompositeScoresScores
StdStd11
Std Std 22
Std Std 33
Std Std 44
Std Std 55
SeniorsSeniors 166166 58.8258.82 63.2563.25 56.8756.87 60.2460.24 57.4757.47 56.2756.27
Major AMajor A 77 33.7133.71bb 40.0040.00bb 28.5728.57bb 25.7125.71bb 34.2934.29bb 40.0040.00
Major BMajor B 33 38.6738.67dd 46.6746.67 40.0040.00 40.0040.00 40.0040.00 26.6726.67
Major CMajor C 4848 57.0857.08aa 58.7558.75 57.0857.08aa 57.5057.50aa 55.8355.83 56.2556.25
Major DMajor D 2929 57.3857.38aa 66.2166.21aa 50.3450.34 59.3159.31 57.2457.24 53.7953.79
Major EMajor E 1515 62.4062.40aa 69.3369.33aa 57.3357.33 64.0064.00aa 62.6762.67 58.6758.67
Major FMajor F 44 63.0063.00aa 65.0065.00 45.0045.00 70.0070.00 80.0080.00aa 55.0055.00
Major GMajor G 1717 63.0663.06aa 64.7164.71 63.5363.53aa 75.2975.29aa 51.7651.76 60.0060.00
Major HMajor H 1111 63.2763.27aa 67.2767.27 67.2767.27aa 65.4565.45aa 63.6463.64 52.7352.73
Major IMajor I 3232 64.1364.13a,ca,c 68.7568.75aa 64.3864.38aa 61.8861.88aa 62.5062.50 63.1363.13
ab, cd refers to comparisons within column where the MEAN scores of group a, c are significantly (P< .05) higher than the MEAN scores of group b, d.*Please note that in some cases the small group size and number of questions per standard may preclude more meaningful statistical comparisons.
Seniors’ Information Skills by Standard: Mean Scores/Percentage Correct - Fall 2005*
MajorMajor NN Composite ScoresComposite Scores KnowledgeKnowledge ApplicationApplication
SeniorsSeniors 166166 58.8258.82 62.4462.44 55.4655.46
Major AMajor A 77 33.7133.71bb 36.9036.90bb 30.7730.77bb
Major BMajor B 33 38.6738.67dd 44.4444.44 33.3333.33
Major CMajor C 4848 57.0857.08aa 58.6858.68aa 55.6155.61aa
Major DMajor D 2929 57.3857.38aa 60.3460.34aa 54.6454.64aa
Major EMajor E 1515 62.4062.40aa 68.3368.33aa 56.9256.92aa
Major FMajor F 44 63.0063.00aa 66.6766.67 59.6259.62
Major GMajor G 1717 63.0663.06aa 70.1070.10aa 56.5656.56aa
Major HMajor H 1111 63.2763.27aa 67.4267.42aa 59.4459.44aa
Major IMajor I 3232 64.1364.13a,ca,c 68.2368.23aa 60.3460.34aa
ab, cd Refers to comparisons within column where the MEAN scores of group a, c are significantly (P< .05) higher than the MEAN scores of group b, d.*Please note that in some cases the small group size and number of questions per standard may preclude more meaningful statistical comparisons.
Mass Comm 115 & 493 Students’ Information Skills: Mean Scores/Percentage Correct
Fall 2006
*Refers to comparisons within the column where the MEAN score of one group is significantly (p<.05) higher than the MEAN score of the other group.
GroupGroup NN CompositeCompositeScoresScores
Std. Std. 11
Std. Std. 22
Std.Std. 33
Std. Std. 44
Std. Std. 55
KnowledgeKnowledge ApplicationApplication
Comm Comm 115115
2828 45.5745.57 55.7155.71 42.1442.14 47.8647.86 35.0035.00 47.1447.14 44.3444.34 46.7046.70
Comm Comm 493493
3131 55.8755.87** 70.3270.32** 52.2652.26** 53.5553.55 49.6849.68** 53.5553.55 62.9062.90** 49.3749.37
OSMOSISOSMOSIS
Collaboration:Collaboration:
Is based on a common premiseIs based on a common premise Is a difficult challenge in Is a difficult challenge in
contemporary higher educationcontemporary higher education Is necessary to create student-Is necessary to create student-
centered approachescentered approaches Is a cultural issueIs a cultural issue
Barriers to CollaborationBarriers to Collaboration
Graduate schools prepare Graduate schools prepare specialistspecialist
Departments hire specialistDepartments hire specialist Most scholarship is Most scholarship is
conducted aloneconducted alone Promotion & tenure favor Promotion & tenure favor
individual achievements individual achievements
15/3515/35
In In anyany organization: organization: 15% leaders, opinion shapers15% leaders, opinion shapers
(Includes dreamers)(Includes dreamers) 35% willing followers, early 35% willing followers, early
adoptersadopters
-------------------------------------------------------------------------------------------- 35% reluctant followers, late 35% reluctant followers, late
adoptersadopters 15% curmudgeons15% curmudgeons EderEder
15% Curmudgeons15% Curmudgeons
5% already busy and 5% already busy and productiveproductive
Leave them aloneLeave them alone 5% reasoned skeptics5% reasoned skeptics
Take them to lunchTake them to lunch 5% just plain mean5% just plain mean
Leave them aloneLeave them alone
Whose Job is It?Whose Job is It?
EverybodyEverybody
SomebodySomebody
AnybodyAnybody
NobodyNobody
Questions?Questions?